Búsqueda y negociación de acuerdos entre formadores de profesores de matemática. Las teorías personales construidas sobre la práctica. Una teoría fundamentada
Tipo de documento
Autores
Lista de autores
Pagés, Daniela, Lezama, Javier y Olave, Mónica
Resumen
Se presenta una investigación desarrollada con formadores de profesores de matemática de Uruguay. Se conformó un grupo con cuatro formadores de profesores, a los que se les solicitó la planificación, implementación y análisis colectivos de una clase de Análisis 1, primer curso de Cálculo de la formación de profesores. El estudio se llevó a cabo usando la Teoría Fundamentada en los datos. Se videograbaron y analizaron todas las sesiones de trabajo del grupo de formadores. Del estudio surgió una teoría fundamentada que explica lo sucedido a través del proceso búsqueda y negociación de acuerdos, y tiene como categoría central las teorías personales construidas sobre la práctica. Este proceso presenta varios puntos críticos, los que se resuelven a través de la negociación y de la reflexión colectiva sobre la práctica, por parte de los formadores de profesores.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Gestión de aula | Inicial | Otra (fuentes) | Otro (fundamentos) | Otro (gestión)
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
35
Número
71
Rango páginas (artículo)
1506-1529
ISSN
19804415
Referencias
APPELGATE, M. H. et al. Growing a greater understanding of multiplication through lesson study: Mathematics teacher educators’ professional development. The Mathematics Enthusiast, Montana, v. 17, n. 23, p. 337-365, jan. 2020. APPOVA, A.; TAYLOR, C. Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses. Journal of Mathematics Teacher Education, Dordrecht, v. 22, n. 2, p. 179-204, apr.2019. BESWICK, K.; GOOS, M. Mathematics Teacher Educator Knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, Dordrecht, v. 21, n. 5, p. 417-427, oct. 2018. BIRKS, M.; MILLS, J. Grounded theory: A practical guide. 2. ed. London: SAGE Publications, 2015. CASTRO SUPERFINE, A.; LI, W. Exploring the Mathematical Knowledge Needed for Teaching Teachers. Journal of Teacher Education, Michigan, v. 65, n. 4, p. 303-314, may. 2014. CHARMAZ, K. Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles: SAGE, 2006. CHUN TIE, Y.; BIRKS, M.; FRANCIS, K. Grounded Theory Research: A design framework for novice researchers. SAGE Open Medicine, London, v. 7, p. 1-8, jan. 2019. EVEN, R. Facing the challenge of educating educators to work with practising mathematics teachers. In: JAWORSKI, B.; WOOD, T. (Eds.). The Mathematics Teacher Educator as a Developing Professional: The International Handbook of Mathematics Teacher Education. Rotterdam: Sense Publishers, 2008. p. 57-74. EVEN, R.; BALL, D.L. Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics. In: EVEN, R.; BALL, D. L. (Eds.). The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study. New York: Springer, 2009. p. 1-10. GLASER, B. Conceptualization: On Theory and Theorizing Using Grounded Theory. International Journal of Qualitative Methods, Alberta, v. 1, n. 2, p. 23-38, jun. 2002. GLASER, B. Getting started. The Grounded Theory Review, Mill Valley, v. 17, n. 1, p. 3-6, dec. 2018. GLASER, B.; HOLTON, J. Remodeling grounded theory. Forum: Qualitative Social Research, Berlin, v. 5, n. 2, may. 2004. GLASER, B.; STRAUSS, A. The discovery of grounded theory: strategies for qualitative research. New Brunswick: Transaction Publishers, 1967. GOOS, M. Investigating the Professional Learning and Development of Mathematics Teacher Educators: A Theoretical Discussion and Research Agenda. In: ANNUAL CONFERENCE OF THE MATHEMATICS EDUCATION RESEARCH GROUP OF AUSTRALASIA, 32., 2009, Wellington. Proceedings […] Palmerston North: Merga, 2009. p. 209-216. HERNÁNDEZ, Ch. A. Theoretical Coding in Grounded Theory Methodology. The Grounded Theory Review, Mill Valley, v. 8, n. 3, p. 51-66, 2009. JAWORSKI, B.; HUANG, R. Teachers and Didacticians: Key Stakeholders in the Processes of Developing Mathematics Teaching. ZDM – The International Journal on Mathematics Education, Eggenstein-Leopoldshafen, v. 46, n. 2, p. 173-188, apr. 2014. KARSENTY, R.; ARCAVI, A. Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching. Journal of Mathematics Teacher Education, Dordrecht, v. 20, n. 5, p. 433-455, oct. 2017. KONUK, N. Mathematics teacher educators’ roles, talks and knowledge in collaborative planning practice: opportunities for professional development. 2018. 203 f. Dissertation (Doctorate in Curriculum and Instruction) – The Graduate School, Pennsylvania State University, Pennsylvania, 2018. LAGES LIMA, E. Curso de análise: vol. 1. 4. ed. San Pablo: Gráfica Editora Hamburg, 1982. MEDOVÁ, J. et al. Analysis of mentoring situation between mathematics teacher educators during collaborative course for professional development for in-service mathematics teachers. In: ICMI STUDY CONFERENCE, 25., 2020, Lisboa. Proceedings […] Lisboa: International Commission on Mathematical Instruction, 2020. p. 492-499. OCHOVIET, C.; OLAVE, M. Los modelos docentes en la formación de profesores de matemática: elementos para repensar los ambientes didácticos. Montevideo. Consejo de Formación en Educación. 2017. Disponible en: http://www.cfe.edu.uy/images/stories/pdfs/publicaciones/2017/invest_1.pdf. Acceso en: 20 oct. 2021. PONTE, J. P. Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, Ciudad, v. 6, n. 2, p. 169-181, apr. 2017. ROBUTTI, O. et al. ICME International Survey on Teachers Working and Learning through Collaboration. ZDM – The International Journal on Mathematics Education, EggensteinLeopoldshafen, v. 48, p. 651-690, jul. 2016. SPIVAK, M. Calculus: Cálculo infinitesimal. 2. ed. Barcelona: Reverté, 1998. TATTO, M. T. et al. Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: Multicopy, 2012. TATTO, M.; LERMAN, S.; NOVOTNÁ, J. Overview of Teacher Education Systems Across the World. In: EVEN, R; BALL, D. L. (Eds.). The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study. Nueva York: Springer. v. 11, 2009. p. 15-24. TAYLOR, C. Facilitating prospective teachers’ knowledge of student understanding: the case of one mathematics teacher educator. In: MATHEMATICS LEARNING ACROSS THE LIFE SPAN, 37., 2013, Kiel. Proceedings […] Kiel: PME, 2013. p. 273-280. TEPPO, A. Grounded Theory Methods. In: BIKNER-AHSBAHS, A.; KNIPPING, C.; PRESMEG, N. (Eds.). Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. Dordrecht: Springer, 2015. p. 3-22. WALSH, I. et al. What Grounded Theory is … a critically conversation among scholars. Organizational Research Methods, London, v. 18, n. 4, p. 581-599, oct. 2015. ZASLAVSKY, O.; LEIKIN, R. Professional development of mathematics teacher educators: growth through practice. Journal of Mathematics Teacher Education, Dordrecht, v. 7, n. 1, p. 5-32, mar. 2004.
